202 • Alternatives to Animal Use in Research, Testing, and Education 
• If humane requirements cannot be met, em- 
bryos must be destroyed by the 19th day of 
incubation. 
• No eggs capable of hatching may be exhibited 
at science fairs. 
• All experiments shall be carried out under the 
supervision of a competent science teacher. 
Enforcement mechanisms for these restrictions 
specify that students sign a declaration of compli- 
ance, and that this compliance be certified by the 
science teacher supervising the project. 
Animal Use at the 
Postsecondary Level 
Animals are used in undergraduate education 
for both the acquisition of knowledge and the ac- 
quisition of particular skills. Procedures involv- 
ing animals can, of course, serve both purposes. 
Graduate science education (and, in some instances, 
advanced undergraduate education) involves an 
additional component— the student’s first genu- 
ine research experience . The distinction between 
teaching and research virtually disappears in grad- 
uate school because the student simultaneously 
learns the methods and actually conducts research. 
The guidelines that dictate practices of animal use 
in graduate education are those that govern ani- 
mal use in research (see ch. 15). Effects of earlier 
exposure to humane concerns may manifest them- 
selves in graduate education through the student’s 
choice of avenues of research and selection of 
model systems for investigation. 
Because attitudes about animals will almost cer- 
tainly affect the ways in which students may use 
(or not use) animals in education and, later, profes- 
sionally, it is noteworthy that U.S. colleges and 
universities offer about two dozen full-length 
courses on ethics and animals, according to a 1983 
survey (see table 9-2). These courses cover the bio- 
ethical issues surrounding humans’ responsibili- 
ties regarding laboratory, agricultural, and wild- 
life animals. The Scientists Center for Animal 
Welfare maintains information on college courses 
on ethics and animals and advocates the inclusion 
of such courses as a standard component of the 
education of all students entering careers in the 
biological sciences (18). At virtually all veterinary 
schools, lecture material on ethical considerations 
of working with animals is included in required 
courses as part of the veterinary curriculum. 
Determining the number of animals used strictly 
for undergraduate and graduate education is dif- 
ficult because laboratory education is often mixed 
with laboratory research. This is especially true 
for graduate education. The last survey of animal 
use that included questions regarding animals used 
for teaching purposes was done for fiscal year 1978 
by the National Academy of Sciences/National Re- 
search Council’s Institute of Laboratory Animal 
Resources (ILAR) under contract to the National 
Institutes of Health (23). Respondents that used 
animals for educational purposes included 69 med- 
ical schools, 10 veterinary schools, 42 additional 
health professional schools (e.g., dental, public 
health), 65 hospitals, and 149 colleges and univer- 
BLOOM COUNTY by Berke Breathed 
Reprinted with permission. © 1985 Washington Post Writers Group. 
